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Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective

Due to their high expectations, teachers often hide their real emotions and play a role that conforms to public expectations of educational work. Special education teachers face a group of students with physical and mental disabilities who have high heterogeneity and require individualized services...

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Detalles Bibliográficos
Autores principales: Wu, Tung-Ju, Wang, Lian-Yi, Gao, Jia-Ying, Wei, An-Pin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7558049/
https://www.ncbi.nlm.nih.gov/pubmed/32967136
http://dx.doi.org/10.3390/ijerph17186884
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author Wu, Tung-Ju
Wang, Lian-Yi
Gao, Jia-Ying
Wei, An-Pin
author_facet Wu, Tung-Ju
Wang, Lian-Yi
Gao, Jia-Ying
Wei, An-Pin
author_sort Wu, Tung-Ju
collection PubMed
description Due to their high expectations, teachers often hide their real emotions and play a role that conforms to public expectations of educational work. Special education teachers face a group of students with physical and mental disabilities who have high heterogeneity and require individualized services every day. Using social support theory, this study discusses special education teachers’ emotional labor and well-being. A total of 439 special education teachers in China participated in this study. We collected data at two different time-points and verified the research hypotheses with hierarchical regression and structural equation modeling analysis. The research findings show the mediating role of emotional labor in social support and well-being. It is, therefore, suggested that schools should pay more attention to special education teachers’ mental health and provide them with regular guidance and support.
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spelling pubmed-75580492020-10-22 Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective Wu, Tung-Ju Wang, Lian-Yi Gao, Jia-Ying Wei, An-Pin Int J Environ Res Public Health Article Due to their high expectations, teachers often hide their real emotions and play a role that conforms to public expectations of educational work. Special education teachers face a group of students with physical and mental disabilities who have high heterogeneity and require individualized services every day. Using social support theory, this study discusses special education teachers’ emotional labor and well-being. A total of 439 special education teachers in China participated in this study. We collected data at two different time-points and verified the research hypotheses with hierarchical regression and structural equation modeling analysis. The research findings show the mediating role of emotional labor in social support and well-being. It is, therefore, suggested that schools should pay more attention to special education teachers’ mental health and provide them with regular guidance and support. MDPI 2020-09-21 2020-09 /pmc/articles/PMC7558049/ /pubmed/32967136 http://dx.doi.org/10.3390/ijerph17186884 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Wu, Tung-Ju
Wang, Lian-Yi
Gao, Jia-Ying
Wei, An-Pin
Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective
title Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective
title_full Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective
title_fullStr Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective
title_full_unstemmed Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective
title_short Social Support and Well-Being of Chinese Special Education Teachers—An Emotional Labor Perspective
title_sort social support and well-being of chinese special education teachers—an emotional labor perspective
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7558049/
https://www.ncbi.nlm.nih.gov/pubmed/32967136
http://dx.doi.org/10.3390/ijerph17186884
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